STUDENT LEARNING ACTIVITIES USING REALISTIC MATHEMATICS EDUCATION (RME) Mega Ratrisna Dyah Ayu Pamungkas

MUST: Journal of Mathematics Education, Science and Technology
Vol. 3, No. 1, Juli 2018. Hal 7 – 11

STUDENT LEARNING ACTIVITIES USING REALISTIC
MATHEMATICS EDUCATION (RME)
Mega Ratrisna Dyah Ayu Pamungkas1, Abdul Taram2
1, 2
Universitas Ahmad Dahlan, Yogyakarta
megaratrisna27@gmail.com1, taramabdul@gmail.com2
ABSTRAK
Tujuan penelitian ini adalah untuk meningkatkan aktivitas siswa dalam pembelajaran
matematika dengan menggunakan Realistic Mathematics Education (RME) di kelas VIII SMP
Muhammadiyah 2 Prambanan. Penelitian dilakukan dua siklus. Teknik pengumpulan data yang
digunakan adalah observasi, wawancara, dokumentasi dan triangulasi. Lembar observasi penelitian
instrumen dan wawancara. Analisis instrumen menggunakan validitas isi. Analisis yang digunakan
adalah deskriptif kualitatif. Hasil penelitian menunjukkan bahwa Realistic Mathematics Education
(RME) dapat meningkatkan aktivitas belajar siswa Hal ini terbukti dari pengamatan aktivitas siswa
dalam pembelajaran setiap siklus mengalami peningkatan, yaitu rata-rata persentase observasi
aktivitas siswa pada siklus I 50,623% (cukup), dan pada siklus II meningkat menjadi 61.960%
(baik). Dari hasil wawancara dengan siswa menunjukkan respon positif terhadap aktivitas belajar
siswa.

Kata kunci: realistis, RME, pembelajaran aktivitas siswa
ABSTRACT
The aims of this research is to increase student activity in learning mathematics by using
Realistic Mathematics Education (RME) in class VIII SMP Muhammadiyah 2 Prambanan. The
study was conducted two siklus. Data collection techniques used are observation, interview,
documentation and triangulation. Instrument research observation sheet and interview. Instrument
analysis using content validity. The analysis used is descriptive qualitative. The results showed
that Realistic Mathematics Education (RME) can increase student learning activity This is evident
from the observation of student activity in learning every siklus has increased, that is average of
observation percentage of student activity in siklus I 50,623% (enough), and at siklus II increased
to 61.960% (good). From the results of interviews with students showed a positive response on
student learning activity.
Keywords: realistic, RME, student activity learning

INTRODUCTION
Education is the most important component in the development of the
nation and state because the nation that is prosessing and succesding is a nation
that is able to educate the life of its people (Aisyah : 2015). Learning is an
important activity that everyone must do to the maximal to master or gain
something. (syarifudin: 2011). Learners are said to learn when there is a change in

the affective, cognitive, and psychomotor aspects in themselves as a learning
experience (Kurniawan, Nining: 2006).
7

Mega Ratrisna Dyah Ayu Pamungkas1, Abdul Taram2

The proces of implementation of mathematics learning in school often
experence obstacles, one of them low student activity hence requires effort of
teacher in increasing student avtivity in teaching and learining procces (Adhia :
2015). Activity is a principleor priciple that very important in the interaction of
teaching and learning (Kenan : 2014). Student activity in learning process is very
important because learning not only transfer knowledge from teacher to student
but also create situation which can bring active and creative student learn to
achieve behavioral change (Raharjo : 2014). Activity is activity, liveliness ada
busyness mathematics (Tarigan : 2014).
Realistic Mathematics Education is an approach that emphasizes the
conceptualisation of teaching and has the tendency of learners to be active in the
learning process (Adila: 2016). Realistic mathematics learning is basically the
utilization of reality and the environment that learners understand to expedite the
process of learning mathematics, so as to achieve the goal of mathematics

education better than the past (Sulistiowati: 2011). Realistic Mathematics
Education also emphasizes to bring mathematics to meaningful teaching by
relating it in realistic daily life (Muklis: 2012) This means that mathematics is not
a ready subject for learners, but that mathematics is a dynamic lesson that can be
learned by doing it (Muhtadi & Sukirwan: 2017). The characteristics of the
approach are (1) students are more actively thinking (2) context and teaching
materials related to the environment and learners (3) the role of teachers is more
active in designing teaching materials and class activities (Sembiring: 2010).
Therefore, to improve the activity and learnig outcomes of student on
mathematics subject. Teacher should be able to create in optimal learnif
environment by applying an appropriate and anjoyable learning appoarch.
Realistic Mathematics Education learning that allegendly can increase student
learning activity beacause this appoach us focused on the activity of student the
learnibg process so that students can easily understand ad present the teaching
mathematics in the classroom

8

Student Learning Activities Using Realistic Mathematics Education (RME)


RESEARCH METHOD
This research is Classroom Action Research. The subject of this research is
the students of class VIII SMP Muhammadiyah 2 Prambanan semester of the
academic year 2015/2016 which amounted to 27 students. This research was
conducted in SMP Muhammadiyah 2 Prambanan. Objects studied in this research
is the implementation of the process and the results obtained from the realistic
mathematics education in learning mathematics as an effort to improve the
learning activities of students of class VIII SMP Muhammadiyah 2 Prambanan.
The research procedure used in this PTK consists of three siklus. Learning at the
stage of siklus I, siklus II and siklus III by using a realistic mathematics education.
activities carried out during each cycle are as follows (1) planning, (2)
implementation of action, (3) observation and (4) reflection.
Data collection techniques used in this study were as follows: (1)
interviews were conducted on several students at the end of each cycle meeting,
(2) observation was conducted to determine student learning activities during the
learning process, (3) triangulation is defined as data collection techniques
combining from various data collection techniques and data sources that already
exist.
The indicator of success of this research is student learning activity in
learning mathematics increase, that is if activity of student at least reach good

criterion that is> 60%.

RESULTS AND DISCUSSIONS
Material: geometry flat side (cube and cuboid). Students are divided into
six groups. Students make cage nets and beams of paper that have been provided.
Students find the formula of the surface area of the cube and the cuboid of the
webs that students make. Learning that has been done thoroughly in the action of
cycle I and cycle II through the approach of realistic mathematics learning shows
that there is an increase in student learning activities on the subject of building a
flat side space.Aspects studied are student learning activities that include 1)
student enthusiasm in learning. 2) student interaction with teacher 3) interaction

9

Mega Ratrisna Dyah Ayu Pamungkas1, Abdul Taram2

among learners 4) group cooperation 5) student activity in group 6) student
participation concluded result of discussion.
From the data obtained shows that students as much as 50.623% active in
learning activities. The number is not maximal because from the observation there

are still students who have not cooperated with each other in the group, the
interaction between students is still lacking and the discussion of group activities
and class discussions to participate concluded the discussion is still lacking. This
is due to the lack of guidance of teachers in carrying out learning activities. After
a reflection of improvement in teaching and learning process.
In the siklus II there is an increase in the percentage of student learning
activities to 60.96% active students in learning activities. This number has met the
desired research criteria that is above 60.00%. Student and teacher response to
mathematics learning using realistic mathematical approach is very good. This
can be seen from the results of interview researchers with some students and
teachers of grade VIII mathematics.
Based on the predetermined success of the research, the research has been
successful. The provisions of success states that research succeeds if student
learning activities reach more than 60%, meanwhile after doing this second cycle
obtained student learning activity reach 60,96%.
It means that the learning activity of the students has exceeded the determination
of the success of this research.

CONCLUSION
Based on the results of classroom action research can be concluded that

there is an increase in mathematics learning activities of students of grade VIII
SMP Muhmmadiyah 2 Prambanan semester of the academic year 2015/2016. This
can be seen from the indicators as follows: There is an increase in student learning
activities in the learning process of mathematics. Based on observation data there
is an increase of the average percentage of student learning activities in each
siklus that is equal to 50.623% (enough) in the first siklus increased to 61.96%
(good) in siklud II. Mathematical learning using Realistic Mathematics Approach
get positive response from students which means students can receive well and are
10

Student Learning Activities Using Realistic Mathematics Education (RME)

interested in following the learning by using Realistic Mathematics Education.
This is evident from the results of interviews with students who showed the
learning went smoothly and received a positive response.

REFFERENCE
Adhia, Hana. 2015. Peningkatan Aktivitas Belajar Matematika Siswa Kelas XII
TKR SMK Adzkia Padang Dengan Model STAD. Jurnal LEMMA Volume
2, Nomor 2, November 2015.

Aisyah, Siti. 2015. Meningkatkan Aktivitas Belajar Siswa dengan Menerapkan
Kolaborasi Pembelajaran Kolaboratif. Jurnal Pendidikan Bisnis dan
Managemen Volume 1, Nomor 1, Juli 2015.
Aldila, Ekasatya. 2016. Makna Realistic dalam PMRI dan RME. Jurnal LEMMA
Volume 2, Nomor 2, Maret 2016, ISSN: 96 - 104
Kenan. 2014. Upaya Peningkatan Aktivitas Belajar Siswa Melalui Penerapan
Metode Penguasaan Pada Materi Pokok Menulis Di Kelas IV SD Negeri
0506-49 Simpang Pulau Rambung. Jurnal Saintech Volume 6, Nomor 2,
Juni 2014, ISSN: 2086-9681.
Kurniawan, Fajar & Nining. 2016. Analisis Lembar Kerja Siswa Mata Pelajaran
Matematika Ditinjau Dai Taksonomi Bloom Revisi. Publikasi Ilmiah.
Universitas Muhammadiyah surakarta : Surakarta.
Muchlis, Effie Efrida. 2012. Pengaruh Pendekatan Pendidikan Matematika
Realistik Indonesia (PMRI) Terhadap Perkembangan Kemampuan
Pemecahan Masalah Siswa Kelas II di SD Kartika 1.10 Padang. Jurnal
Exacta Volume 5, Nomor 2, Desember 2012, ISSN: 1412 – 3617.
Muhtadi, Dedi & Sukirman. 2017. Implementasi PMRI Untuk Meningkatkan
Kemampuan Berfikir Kreatif Matematik Dan Kemandirian Belajar
Paserta Didik. Jurnal Mosharafa Volume 6, Nomor 1, Januari 2017, pISSN: 2086-4280, e-ISSN: 2527-8827.
Raharjo, Joko. 2014. Peningkatan Aktivitas Belajar Matematika dengan

Penerapan Metode Problem Posing Tipe Post Solution Posing. Naskah
Publikasi. Universitas Muhammadiyah Surakarta : Surakarta.
Sembiring, Robert. 2010. Pendidikan Matematika Realistik Indonesia (PMRI) :
Perkembangan Dan Tantanganya.Jurnal IndoMS. J.M.E Volume 1,
Nomor 1, juli 2010, pp.11-16.
Sulistiowati, Evi. 2011. Pendekatan Matematika Realistik Untuk Meningkatkan
Kemampuan Berfikir Siswa Ditingkat Sekolah Dasar. Jurnal Edisi Khusus
Nomor 2, Agustus 2011, ISSN: 1412-565X
Syarifuddin, Ahmad. 2011. Penerapan Model Pembelajaran Cooperative Belajar
Dan Faktor-Faktor Yang Mempengaruhi. Jurnal Ta’dib Volume 16,
Nomor 1, Juni 2011.
Tarigan, Daitin. 2014. Meningkatkan Aktivitas Belajar Siswa Dengan
Menggunakan Model Make A Match Pada Mata Pelajaran Matematika Di
Kelas V SDN 050687 Sawit Seberang. Jurnal Kreano Volume 5, Nomor 2,
Juni 2014, ISSN: 2086-2334.

11

Dokumen yang terkait

USING TRANSLATION AS A STRATEGY TO IMPROVE VOCABULARY OF XC STUDENTS AT MAN 1 MALANG IN ACADEMIC YEAR 2012/2013

3 73 18

AN ANALYSIS OF LANGUAGE CONTENT IN THE SYLLABUS FOR ESP COURSE USING ESP APPROACH THE SECRETARY AND MANAGEMENT PROGRAM BUSINESS TRAINING CENTER (BTC) JEMBER IN ACADEMIC YEAR OF 2000 2001

3 95 76

THE EFFECT OF USING ENGLISH SONGS ON THE FIFTH YEAR STUDENT’S VOCABULARY ACHIEVEMENT OF SDN KASIYAN TIMUR 03 PUGER, JEMBER

4 68 15

THE EFFECT OF USING PICTURES IN SERIES ON THE SEVENTH

0 20 3

IMPLEMENTASI MODEL COOPERATIVE LEARNING TIPE STAD (STUDENT TEAMS ACHIEVEMENT DIVISION) UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA POKOK BAHASAN MENGENAL UNSUR BANGUN DATAR KELAS II SDN LANGKAP 01 BANGSALSARI

1 60 18

IMPROVING CLASS VIII C STUDENTS’ LISTENING COMPREHENSION ACHIEVEMENT BY USING STORYTELLING AT SMPN I MLANDINGAN SITUBONDO IN THE 2010/2011 ACADEMIC YEAR

8 135 12

PERBANDINGAN HASIL BELAJAR FISIKA SISWA ANTARA MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DENGAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL)

11 75 34

PENERAPAN MODEL COOPERATIVE LEARNING TIPE TPS UNTUK MENINGKATKAN SIKAP KERJASAMA DAN HASIL BELAJAR SISWA KELAS IV B DI SDN 11 METRO PUSAT TAHUN PELAJARAN 2013/2014

6 73 58

JUDUL INDONESIA: IMPLEMENTASI PENDIDIKAN INKLUSIF DI KOTA METRO\ JUDUL INGGRIS: IMPLEMENTATION OF INCLUSIVE EDUCATION IN METRO CITY

1 56 92

EFEKTIVITAS MODEL LEARNING CYCLE 6E PADA MATERI KOLOID DALAM MENINGKATKAN KETERAMPILAN MENGELOMPOKKAN DAN MENGKOMUNIKASIKAN

2 37 45